Medical Education and eLearning Portfolio: SOTL and RIME CenMED @ NUS workshop

Hello.

Welcome to this (upcoming) SOTL and RIME Workshop @ CenMed

The preparation required before the workshop should take no more than 60 minutes for a brief overview - or around 3 to 6 hours for a deeper dive. A brief one hour engagement process can be split up into three 20 minute sessions, taken say during a meal break, where the first 5 minutes is spent focused on a personal scholarship (including SOTL, or RIME) challenge-task - which can be converted into a 'Micro-Scholarship' step challenge-task, followed by 10 minutes review of material (online, on your device - mobile, tablet, laptop or workstation), with the last 5 minutes crafting a no more than a one short paragraph description of your takeaway from this task, how you would 'apply' this in your setting - how you would 'use' and 'apply' the idea of 'Micro-Scholarship' using technology, in the SOTL and potentially RIME. Please 'write' this down (this one short paragraph), and either take a screenshot of this, or a 'digital photograph' of your handwritten one paragraph note, after each task below - as a digital record of the outcome of each task (for you), and to share, and develop further, during the workshop. (This paragraph x3 for the three tasks, is an intermediate outcome, and personal, and personalised, output for each task).

https://www.centerforengagedlearning.org/studying-engaged-learning/what-is-sotl/

Center for Engaged Learning. (2013, September 9). Key characteristics of the scholarship of teaching and learning. Retrieved from https://youtu.be/yvDKHHyx7YY.

https://www.researchgate.net/figure/Illustration-of-single-double-and-triple-loop-learning-Based-on-Argyris-and-Schoen_fig4_270450510

Roux, Dirk & Murray, Kevin & Wyk, Ernita. (2008). Learning to learn for social-ecological resilience: balancing strategy options in public sector organisations.

https://www.researchgate.net/publication/270450510_Learning_to_learn_for_social-ecological_resilience_balancing_strategy_options_in_public_sector_organisations

Morahan, P.S. and Fleetwood, J. (2008), The double helix of activity and scholarship: building a medical education career with limited resources. Medical Education, 42: 34-44. https://doi.org/10.1111/j.1365-2923.2007.02976.x https://www.semanticscholar.org/paper/The-double-helix-of-activity-and-scholarship%3A-a-Morahan-Fleetwood/68e6db2b23e55f60da9e974584dd4024ac8cf3fe

Task 1

What is Scholarship? (see below - Boyer, Glassick, Hutchings and Shulman), Digital Scholarship?, the SOTL? Micro-Scholarship? (see below - one illustration on SlideShare and short three thread outline. How might you document, and showcase your current practice? As a 'micro-step' or 'digital artefact' of 'micro-scholarship' and example of 'open-scholarship?)

Boyer, E.L. (1990) Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. https://www.umces.edu/sites/default/files/al/pdfs/BoyerScholarshipReconsidered.pdf

Glassick, C.E. (2000) 'Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching'. Acad Med. 75:877-80. https://doi.org/10.1097/00001888-200009000-00007

Hutchings, P. and Shulman, L. S. (1999) ‘The Scholarship of Teaching: New Elaborations, New Developments, Change’,The Magazine of Higher Learning, 1:5, pp. 10-15. https://doi.org/10.1080/00091389909604218 or http://archive.carnegiefoundation.org/publications/elibrary/scholarship-teaching-new-elaborations-new-developments.html

Goh PS, Sandars J. (2019). Digital Scholarship – rethinking educational scholarship in the digital world, MedEdPublish, 8, [2], 15, https://doi.org/10.15694/mep.2019.000085.1

https://www.mededpublish.org/manuscripts/2286

https://medicaleducationelearning.blogspot.com/2020/04/digital-scholarship-in-medical.html

Task 2

Draft out a work-plan for the next 12 months, to create a piece of Scholarship.

Goh P.S, Sandars J. (2020) 'Rethinking scholarship in medical education during the era of the COVID-19 pandemic', MedEdPublish, 9, [1], 97, https://doi.org/10.15694/mep.2020.000097.1

https://www.mededpublish.org/manuscripts/3116

Task 3

Draft out a work-plan for the next 12 months, to undertake and report on a piece of Action Research, or report on the implementation of Design Thinking in Medical Education.

Sandars J., Goh PS. (2020) 'How to make it work: a framework for rapid research to inform evidence-based decision –making about the implementation of online learning during the COVID-19 pandemic', MedEdPublish, 9, [1], 154, https://doi.org/10.15694/mep.2020.000154.1

Sandars, J., & Goh, P.-S. (2020). Design Thinking in Medical Education: The Key Features and Practical Application. Journal of Medical Education and Curricular Development, 7, pp. 1-5. https://doi.org/10.1177/2382120520926518

See you at the session (virtually and in-person).

With warmest regards,

Poh-Sun

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Micro-Scholarship and The Scholarship Cycle

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Digital Scholar - The Scholarship Cycle, Value-Impact-Recognition from Poh-Sun Goh

Micro-Scholarship: Three Threads

Poh-Sun Goh

19 April 2021 @ 06.58am, Singapore Time; and revised on 28 April 2021 @ 0628am, Singapore Time

(first posted on https://telmeded.blogspot.com/2020/10/micro-scholarship-and-digital.html)

Thread 1

scholarship, like clinical or educational practice occurs in small sequential steps (ideally taken at regular, even daily intervals)

each step is additive, and cumulative, as part an academic journey

each step can be documented, digitally, and visible - for open access, inspection, review

each step can be created, or curated with proper attribution, and 'value add' e.g. commentary, customisation, to enable each step to be a modular, free-standing, usable 'piece' of 'Micro-Scholarship

I audience test response to and of content by sharing selected content on Blogger (like this blogpost), Instagram - for short text, references, illustrations; and pay close attention to how the online (Communities of Practice) CoP and (Communities of Interest) CoI share and comment on this on Facebook, Twitter etc.

https://www.slideshare.net/dnrgohps/reflect-on-how-blooms-taxonomy-and-millers-pyramid-might-apply-to-learning-continuum-map (over 24,000 views since October 2016)

https://www.slideshare.net/dnrgohps/adoption-of-elearning-in-med-ed-costs-and-value-add-82738401 (over 11,000 views since November 2017)

https://www.slideshare.net/dnrgohps/elearning-in-med-ed (over 11,000 views since November 2017)

https://www.slideshare.net/dnrgohps/digital-educational-resource-hyperlinked-index-vs-restaurant-menu (over 15,000 views since October 2013)

Thread 2

our efforts (as open, digital scholars), when aligned with the needs and requirements of our users, including communities of practice and organisations become useful, recognised and valued

recognition by an organisation or institution includes awarding certifications of performance levels + (AND) contribution impact value levels (AS VALUED BY the institution or organisation - e.g. Associate or Professor level performance, Associate or Fellow level performance by AMEE

see How to Start section of SlideShare document below - Points 5, 6 and 7; in order to accomplish point 8, 9 and 10 - which I guess is where the idea of this idea of 'Micro-Scholarship' came from

https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning (over 36,000 views, since July 2016)

With each point in both sections of the above SlideShare document elaborated upon in a published peer reviewed journal paper

https://www.slideshare.net/dnrgohps/everything-i-have-learnt-about-elearning-updated-7-april-2020 (over 4,800 views, since April 2020)

Thread 3

the concept of 'Micro-Scholarship' is a usable, practical and sustainable framework and recipe, similar to practices in the culinary arts, or the arts

where each ingredient, when selected, curated, and prepared (for cooking), is individually of value, visible and can be assessed, tasted, and valued (and is valuable), as well as the completed 'dish', and 'recipes' - all of which can be made openly accessible, for viewing, consumption, and 'sale' to be bought be a consumer or organisation

the idea of taking small cumulative steps, on a regular basis is an analogy that all of us, and the reader, can identify with

the idea of Micro-Scholarship is that each step 'is' usable, valuable, and can be valued and assessed, and recognised - at individual, community of practice, and institutional levels (with metrics of audience size - use, commentary and incorporation into practice - citations, 'valued ' and 'judged' as attaining a certain band of performance - e.g. Associate or Full, Associate or Fellow level performance, and 'valued' for contribution impact by promotion and increasing salary band levels.

https://medicaleducationelearning.blogspot.com/2021/05/buildingblocksofscholarship-in.html

https://telmeded.blogspot.com/2020/10/micro-scholarship-and-digital.html

https://medicaleducationelearning.blogspot.com/2019/05/sotl-and-rime-workshop-cenmed-wednesday.html

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On learning. And 'what you take-away'.

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Opening comments for #TeLMedEd Workshop #@CenMed

posted on https://medicaleducationelearning.blogspot.com/2021/03/telmeded-cenmed.html

Relevant to value-add from attending a workshop, as take-aways, and when is learnt and implemented from active engagement with the activities and training process

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Below section first posted on

https://telmeded.blogspot.com/2021/02/telmededqandapanel-university-of.html

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One sentence takeaway -

Poh-Sun Goh

22 February 2021 @ 1955hrs

"Hungry students, trained teachers, know (and use) what is available (and at hand)."

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eLearning or Technology enhanced Learning

- What it is not, and 'is'

Poh-Sun Goh

22 February 2021 @ 1836hrs, Singapore Time

(inspired by a long hot shower)

A 'book' is a 'technology', but alone is 'not' learning.

A 'tablet', mobile device, wearable computing interface/wearable tech, laptop or desktop computer is 'technology', but alone is 'not' learning.

Access to, or visiting a 'library' is 'not' learning.

Access to 'online' digital content is (in and of itself) 'not' learning.

Learning is a physiological (cognitive) process, which requires a combination of 'hunger' or 'desire' to learn, active 'interaction' with content, and a learning or training process (ideally following a deliberate practice with feedback and reflection, and mastery training paradigm), informed by learning science, instructional design principles, pedagogically and technologically literate and trained instructors and teachers (including for clinical practice domain experts), with students and trainees undergoing a stepwise, progressive, cumulative, both to the task and for the task, but ultimately a lifelong, self-directed, self-motivated (including knowing when and how to seek both human and increasingly AI guided coaching and instruction) educational developmental process.

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Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P.S., Hege, I., Masters, K., Oh, S.Y., Patel, R., Premkumar, K., Webb, A., Pusic, M. (2020). 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic'. MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1

https://www.mededpublish.org/manuscripts/3068

Goh P.S, Sandars J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1

https://www.mededpublish.org/manuscripts/2943

https://omerad.msu.edu/teaching/instructional-design/27-teaching/202-twelve-tips-for-creating-effective-teaching-videos

https://blog.nus.edu.sg/teachingconnections/online-teaching-and-learning/

https://blog.nus.edu.sg/teachingconnections/resources/

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